^'{\'\ 



Qe i-'ronooeci ur 



of Frill ce ton 





Class L-_Ji4i^ 

Boole ./VSl 

Cojpgliffl" 

COPYRIGHT DEPOSrr. 



The 

Proposed Graduate College 



y 



Princeton University 



^"^/fT 




"^1*^ ; 



Princeton 
Printed for the University 



MCMIII 




The Graduate College 
Suggestion of an Inner Ykw of part of the Quadrangle, from a sketch of Cope and Stewardson 



I 



.^.M^ TOT ia. ..I ., ■. . ■N Wy I 



^R 3 1903 

|«. CopyngM Entry . 

I CLASS at-- XXc. No 
J^ if «f -) 

_CgPY B. / 



Copyright, 1903, by 
The Trustees of Princeton UniversitV 






On the side of University growth, a Graduate College is un- 
doubtedly our first and most obvious need, and the plans for 
such a college which Professor West has conceived seem to me 
in every way admirable. To carry them out would unquestion- 
ably give us a place of unique distinction among American 
Universities. He has conceived the idea of a Graduate School 
of residence, a great quadrangle in which our graduate students 
will be housed like a household, with their own commons and 
with their own rooms of conference, under a master, whose 
residence should stand at a corner of the quadrangle in the midst 
of them. This is not merely a pleasing fancy of an English 
college placed in the midst of our campus; but in conceiving 
this little community of scholars set at the heart of Princeton, 
Professor West has got at the gist of the matter, the real means 
by which a group of graduate students are most apt to stimulate 
and set the pace for the whole University. I hope that the 
privilege of building and developing such an institution may be 
accorded us in the near future, in order that in carrying out our 
plans the scope and efficiency of the University may be assured 
from the very outset. 

WooDROw Wilson, 

President of Princeton University. 
Princeton, New Jersey, 

17 February, 1903. 



THE 
PROPOSED GRADUATE COLLEGE 



PAGE 



I. Origin of the Project 7 

II. Reasons for the Graduate College .... 8 

III. Plan and Life of the Graduate College ... 15 

IV. Cost of the Graduate College 19 

V. Conclusion 21 



ORIGIN OF THE PROJECT 



THE project of a Graduate College as a foundation of the highest impor- 
tance to the future of Princeton University was first suggested at the time 
of the Sesquicentennial Celebration, held in 1896. Since then the gen- 
eral conception has been developed and restudied in all its parts in order to 
embody the constituent elements in a final definite scheme. The importance 
of the proposal in the minds of the authorities of the University is shown by 
the fact that it has been formally adopted by the Board of Trustees after full 
consideration, and that it has been the subject of the only memorials addressed 
to the Trustees by the University Faculty during the last six years. It has been 
embodied by President Woodrow Wilson in his inaugural address and in all his 
official statements as an essential part of the general plan for the development 
of the University under his administration. In order to supplement and 
improve what had been originally devised by means of a new examination of 
the chief European residential schools of higher liberal studies, the Dean of the 
Graduate School was authorized to visit various European universities during 
the summer and autumn of 1902. The result is a plan based, first of all, on 
the ideals and history of Princeton, but reviewed in the light of the best 
American and European experience. It has not been devised to meet any 
temporary emergency, but to provide in the best manner possible an enduring 
and stately home and endowment for the higher liberal studies, — a place 
whose influence shall be felt for centuries in its effects on the life as well as on 
the thought of the graduates and undergraduates of Princeton, and, through 
them, on the life and thought of the country. 

7 



THE PROPOSED GRADUATE COLLEGE 



REASONS FOR THE GRADUATE COLLEGE 

The object of founding the Graduate College is to create in Princeton Uni- 
versity a new agency, as powerful as can be devised, for reinforcing our system 
of liberal education in all its parts, from the beginning of freshman year to the 
end of the graduate studies, in such a way that every student shall receive indi- 
vidually the finest development of which he is capable. The remarkable situa- 
tion in American higher education makes the present a more opportune time 
for founding this new institution than any that has preceded it, and Princeton 
is the place where a favorable environment of life and a peculiar vigor of col- 
lege tradition, the two conditions prerequisite to making the Graduate College 
a certain success, already exist in a degree found nowhere else. It will be the 
flowering of her own life, a visible embodiment of the hopes we entertain for 
the highest knowledge and culture, a school of unique distinction in America, 
and a model for imitation throughout the country in the elevation of studies 
and of student life into accordance with the truest standards. 

The first and chief reason for founding a Graduate College is to create in 
America a valuable institution which does not yet exist, — a residential college 
devoted solely to the higher liberal studies. 

A necessary condition for the production of accomplished scholars is con- 
stant contact of an intimate personal character with professors of marked abil- 
ity, sympathy, and efficiency. What the highly skilled teacher is afterward to 
do in stimulating and forming the individual undergraduate student, what the 
highly trained man who is not a teacher is to do for his fellows, must first be 
done for him in a higher and more extensive manner by his own teachers. 
A body of well-endowed professorships, to be occupied only by the best pro- 
fessors procurable, reinforced by others already in the Faculty, is therefore the 
one true foundation on which the Graduate College may be built in a manner 
which shall insure both its immediate and its enduring success. Without this, 
architecture and gardens, even fellowships and students, will be wholly insuffi- 
cient, because the central inspiration will be lacking. With this, all the rest 
will be safeguarded and can be realized. How are such men to be secured .? 
They are rare, but fortunately only a few of them are necessary. The care 
which is to be exercised in the choice of graduates who are to live in the 
College must be exercised in a far higher degree in respect to the choice of 
the professors. Good salaries are of course necessary. But the professor to be 



REASONS FOR THE GRADUATE COLLEGE 9 

desired for a Graduate College is not to be obtained by salary alone. It will 
be found that even extraordinary salaries will not bring them unless the hfe and 
the conditions of work of the Graduate College are in themselves very attractive. 
This in their eyes will be the determining consideration, and men who feel in 
this way are the men we most desire. While, therefore, a body of interesting and 
eminent professors is the essential thing as the foundation for all else, the envi- 
ronment in which these professors are to live and work is the deciding factor in 
the problem of obtaining them. It is for this reason that the proposed system 
of fellowships is necessary in order to secure a nucleus of students for such pro- 
fessors ; and the buildings of the Graduate College are an equal necessity in 
order to provide the material home in which this community shall find the full 
realization of its best desires. 

If this creation is realized, we may expect to see in residence a company of 
students, some of whom will from year to year be added to the Faculty of the 
University, thus continually recruiting that body in the best way, giving 
Princeton full independence in regard to its future supply of professors, and 
making it certain that the character of the Faculty will be such that the true 
Princeton tradition will be perpetuated with as much purity and strength as 
has been attained even in the old universities of Oxford and Cambridge. Some 
of these men, moreover, will naturally be in demand for other college faculties 
and for the better schools, and the influence of Princeton as a teaching centre will 
be largely increased. Others may be expected to follow the life of students in 
science, philosophy, or letters, whether they give themselves to actual teaching 
or not. Some will become expert authorities on social and economic prob- 
lems and in the various arts and sciences. Others, again, will find themselves 
qualified to become leaders of thought and action in the world outside, as 
journalists, authors, or discoverers. A good many others, who have no special 
intention of giving themselves permanently to the scholar's life, or who desire a 
year or so before entering on professional studies, will obtain here an enlarge- 
ment of knowledge and an invigoration of purpose which will be of the highest 
service in promoting their usefulness and happiness as cultivated men. 

Our graduate schools in America are not only failing to produce fine col- 
lege teachers but also the best kind of scholars, and they are failing because 
they lack the peculiar elements proposed for the Graduate College. Graduate 
students generally are unequal in point of all-round ability, sound common 
sense and strong personal attractiveness to the better part of a college senior 
class. The best brains and strongest characters among our students are being 



lo THE PROPOSED GRADUATE COLLEGE 

drafted into the professions and business life, and too often only the leavings 
remain for the higher learning. This was not nearly so much the case twenty 
or thirty years ago as it is now. The reason it is true now is not only that the 
openings for college men into professional and business life are becoming more 
numerous and attractive, but that there has been no corresponding development 
in the proper attractions offered for the scholar's life. Besides this, the devel- 
opment of a certain type of specialist has resulted in producing a class of men 
who are specialists only, keen of sight along some narrow lane of knowledge 
and dim to all that lies outside. Erratic men of mediocre general abilities 
are flocking into their specialties and becoming narrowly intense. They difi^er 
from specialists in the Old World in lacking the breadth of vision and richly 
diversified cultivation which is so evident a possession of the best English, Ger- 
man, and French professors. The very conditions which are developing our 
present specialists are injuring the higher intellectual life of our universities. 
It is not now attractive to the finer spirits. 

The only sure way known to history of producing the greatest intellectual 
men is by bringing the strongest young men into the closest possible personal 
contact with great masters, who shall form them one by one in great subjects 
of study. The scholar must live in the life of his master. The way Wither- 
spoon formed Madison here and Dwight developed Calhoun at Yale is the true 
way. It is the way Newman, Froude, and Matthew Arnold were bred in that 
memorable group at Oriel College, as Arnold himself has so finely told us in 
his well-known words of intense conviction : 

" For rigorous masters seized my youth, 

And purged its faith, and trimmed its fire, 
Shew'd me the high, white star of truth. 
There bade me gaze, and there aspire." 

The story of the regeneration of Balliol College until its honors became the 
blue ribbon of distinction in all Oxford, and the later story of the growing 
power of New College, are known to every student of university life. Who 
can visit the little entry, with its four sets of rooms, under the shadow of the 
great tower of Trinity College, Cambridge, and not be stirred as he thinks 
that in that narrow plot of space were developed Sir Isaac Newton, Thackeray, 
Macaulay, and Tennyson ! And although Germany contains no higher resi- 
dential college, it is at least true that her choicest scholars have not been de- 



REASONS FOR THE GRADUATE COLLEGE ii 

veloped in the hum of lecture-rooms or by the manner in which most of the 
students live, but through the intimacy of chosen students with great masters, as 
they walked with them, discussing their problems man to man, or met them in 
little groups in quiet rooms. As a supreme example from, another land we 
may cite the Ecole Normale Superieure in Paris, the great residential graduate 
college of France, which, for the number of its pupils, has the most brilliant 
record in the world. Out of the list of its professors we may mention La- 
grange and Laplace of its first staff, Michelet and Cousin in history and philos- 
ophy, the mathematicians Puiseux, Hermite, Monge, Picard, Darboux, and 
Tannery, — themselves a great chapter in the history of thought, — Mascart in 
physics, Berthollet, Dulong, and Deville in chemistry, Pasteur in biology, and 
such contemporary names in the humanities as Duruy, Lavisse, Monod, Bois- 
sier, Croiset, and Brunetiere. The record prepared for its Centenary in 1895 
shows that up to that time eighty-two of its graduates had become Members 
of the Institute, — which includes the French Academy as one of its sections, — 
the highest intellectual honor in France. This residential college of only one 
hundred men, graduating about thirty a year, has done more than any other to 
give tone to the best French thought. 

There is also a lesson of great service to be learned from the world of 
modern business. Centralization of all influences, so as to get control at close 
range, is the efficient principle of successful undertakings which require imme- 
diate response to high directive intelligence. It is just as efficient in the world 
of learning. It will be so in the Graduate College. By reason of his sur- 
roundings, the life of every student will be centred in his work. He will be 
environed by a cluster of men all bent on similar studious pursuits, and all co- 
operating to a single end under the constant stimulus of a group of efficient 
professors closely united for the same end. The influences are continually 
operative, and exposure to them is inevitable and constant. The highest ex- 
ertions of young minds thus come about with a swing and rush of power 
which can be produced with certainty in no other way. 

The second reason for its foundation is to be found in the direct and inval- 
uable help the Graduate College will supply in harmonizing, invigorating, and 
elevating the life and thought of the undergraduate students. 

The development of American colleges in the last thirty years has been 
more rapid and varied than in all our previous history. At the present time 
what is offered as liberal education in this country is no longer the plain, definite 
thing it was a generation ago. With the multiplied opportunities, such as 



12 THE PROPOSED GRADUATE COLLEGE 

never existed before, the diversity of standards is becoming so great as to create 
confusion in the minds of educators and bewilderment in the minds of students 
as to the relative value of their several studies, the spirit in vs^hich they should 
be pursued, their proper combination to yield a liberal education, and the true 
relation of student life outside the class-room to the more formal intellectual 
work within. The inevitable result has followed. The very multiplicity of 
studies, so encouraging when clearly organized so that each student may secure 
the things he most needs and avoid wasting his Hfe on things of less value or even 
of injury to him, is leading to a disorganization so great as to threaten the very 
existence of definite standards of education. The imperative duty now pressing 
upon all who are charged with the conduct of liberal education is to set in 
motion forces which will remedy this state of affairs. The only right remedy 
is to be found in apportioning right things for the student to study and in 
furnishing him with instructors who may be depended upon not alone for an 
expert knowledge of the subjects they teach, but also for the skill and devotion 
with which they put their powers to the task of evoking whatever is best in 
the minds and hearts of the men they teach. When this is secured, the centre 
of the student's life is touched, and the other questions which aff^ect him, 
whether in or out of the class-room, are likely to be seen in their true light. 
For this personal touch of the professor on the individual student there are 
many substitutes but no real equivalent. 

One of the chief duties of the Graduate College will be to train a selected 
company of scholars who shall have, besides competent knowledge of their 
subjects, strength and skill in the art of teaching. They will be chosen from 
the graduates of our own and other universities with special reference to their 
personal worth, — men of good minds and good manners, men of culture as 
well as knowledge, accessible and interesting men, possessing those engaging 
qualities to which students so readily respond, men who can help in the edu- 
cation of undergraduates, and especially in those private hours of conference 
with the individual student, when it will be possible and easy, as at no other 
times, to act as "guide, philosopher, and friend" in discovering where the 
student's special need lies and in pointing out to him whatever is suitable in the 
way of criticism, revision, and encouragement. Each undergraduate will have 
the help and stimulation, not of an instructor or a private coach whom he pays, 
but of the finest men his university can supply. It was this, in effect, which 
was the secret of success in the best old-fashioned American college training. 
Where there were few students, something of the kind, though not so perfect. 



REASONS FOR THE GRADUATE COLLEGE 13 

was attempted, and always with happy resuhs. It was essentially in this way 
that Witherspoon and McCosh in Princeton, the elder Dwight and Woolsey 
in Yale, and Scott and Jowett in Oxford managed to put their powerful im- 
press for life on the men they taught. It is still the one most irresistible and 
winning way of appealing to the better impulses of students. It was natural 
to our older college system, and is to-day the chief argument for the small 
college. It is in accordance with the wisest experience of the colleges of 
Oxford and Cambridge. In case this mode of teaching is secured to Prince- 
ton, it will then be possible to say with entire candor that it incorporates in 
even better form than has been attained heretofore the best advantages of the 
small college, and adds to them the greater variety of opportunity which only 
a larger college can provide. 

No doubt there are to be found at the present time in our Faculty, as in 
other faculties, men whose natural aptitudes peculiarly qualify them for this 
all-important work. But the supply is utterly insufficient for the work pro- 
posed, both because the energies of our universities have not been turned of 
late in this direction and because some of the tendencies which have been at 
work in the last thirty years have operated powerfully to discourage the pro- 
duction of this type of scholar. The chief obstacle in realizing the end to be 
sought is that an adequate supply of these men does not exist, and no well- 
organized agency has been devised to develop them. They are men who must 
be picked, one by one, for their fine personal qualities and be developed in a 
special environment which will test at every point, so far as it is possible for 
human appliances to do so, their fitness for such a career. Those who are 
familiar with the present situation know that the supply of Americans trained 
after the present methods in the graduate departments of our universities, or of 
European universities, has not met this demand and cannot meet it. Their 
training, serviceable for other ends, could hardly have been better contrived to 
destroy their usefulness as college teachers. Dry, formal, and pedantic men so 
easily forget their own beginnings that they rarely understand how to guide 
the lively and roving energies of the college student, who is, after all, the most 
interesting and generous type of young man to be found. 

The situation can be met only by selecting and training the right kind of 
men to do this indispensable personal work. And if men are to be taken 
from successive graduating classes to be set apart for this sort of scholar's life, 
giving of their best to each man they teach, they should live during their 
preparation in a place and a society worthy of their ideals. They should form 



14 THE PROPOSED GRADUATE COLLEGE 

a community where every man benefits the other in the constant daily inter- 
course of a home of gentlemen who are scholars. The building in which they 
live and its surroundings should be the visible symbol of that dignity and 
charm which ought to accompany and enrich their life. There should be a 
system of fellowships yielding each holder a sufficient sum to enable him to 
devote himself, without distraction, solely to his work. The fellowships 
should be open to all, whether they are to be teachers or not. There should 
be a Master of the College in residence. To every graduate who lives within 
its quadrangle, and to every undergraduate who passes it in his daily walks, 
the College should, in its very beauty and in the completeness of its ap- 
pointments, be a visible symbol of the nobility of the truth and knowledge 
that are fit to dwell there, and the very fact that there is within the college 
world such a body of men devoted to high and serious work should quicken 
all good purposes. 

There will be other students in the College besides those who are to be 
trained in the new breed of college teachers or for a life of professional scholar- 
ship. The Graduate College is not intended exclusively for the training of 
teachers, but also as a home and school for all strong cultivated men who wish to 
pursue higher studies in ideal surroundings. Those who are to teach, no mat- 
ter of how fine fibre they may be, will profit by having associated with them 
as many others who are there for free study, irrespective of any special career 
and solely for the sake of their own enlargement and enlightenment. There is 
to-day a growing class of desirable men who want these things. Here is the 
home for one or more of their best years. 

The third reason for founding the Graduate College is that it will confer 
on Princeton University unique distinction among the universities of America. 

The Graduate College will crown our undergraduate liberal education, 
completing the organization of the central and regulative part of our Univer- 
sity. It is the one addition needed to give unity to the system. Year after 
year, as undergraduates enter and pass on to graduation, they will be helped on 
their way by chosen graduates who have gone over the way before them and 
guided successive college generations. Year after year, some of the newer 
graduates trained in the Graduate College will fill the places of those who have 
ceased to teach. The whole system, from freshman year to the end of the 
highest studies, is then self-perpetuating and self-renewing. The University, 
being assured in advance of the character of its teaching, is then able to plan 
and give, with every promise of permanence, a sound education to every student 



PLAN AND LIFE OF THE GRADUATE COLLEGE 15 

who can receive it. Uncertainty, confusion, and conflicting purposes, which 
are so often more disastrous than error, because harder to correct, are eUmi- 
nated, and a sound, steady, and easily understood policy can be maintained. 

The home of the College, moreover, will be unique in our land. The 
conditions "of student life in Princeton are distinctive. It is the only large old 
college in a very small town. The college tradition is comparatively pure and 
completely dominant. The Graduate College will be the flowering of this 
collegiate root. Whatever may be true of other subjects, liberal studies at least 
find their greatest charm amid old associations and their natural home in the 
peace of rural life. Quadrangles enclosing sunny lawns, towers and gateways 
opening into quiet retreats, ivy-grown walls looking on sheltered gardens, vistas 
through avenues of arching elms, walks that wind amid the groves of Aca- 
deme, — these are the places where the affections linger and where memories 
cling like the ivies themselves, and these are the answers in architecture and 
scenic setting to the immemorial longings of academic generations back to the 
time when universities first began to build their homes. Nothing so deeply 
appeals to our students to-day as this type of architecture, — the exquisite col- 
legiate Gothic, found at its best in the remaining examples of Oxford and 
Cambridge. Nothing so fully accords in spirit with our desires for Princeton. 



PLAN AND LIFE OF THE GRADUATE COLLEGE 

The statement of reasons for creating the Graduate College foreshadows the 
outlines of its organization and prepares the way for understanding its more 
detailed plan. The two elements to be organized are the men and the build- 
ings. The men will consist of the Master of the College, the professors, and 
the graduate students. The Master of the College is to be chosen by the Presi- 
dent and Trustees of the University. He is to live in the College, and to have 
immediate and constant supervision of its life. Among his most important 
duties will be the personal selection of students to recommend for residence. 
It is therefore important that he should be familiar with them in their under- 
graduate days, and combine both undergraduate and graduate teaching in his 
own work. To supplement and correct his individual judgment by the best 
judgment of others, there will be need of a council of professors chosen to ad- 
vise him. They are to be picked, not primarily to represent the various de- 



i6 THE PROPOSED GRADUATE COLLEGE 

partments of study, — though this is an element which cannot be neglected, — 
but by reason of their personal fitness as judges of young men. The students 
thus selected by the Master and Council of the Graduate College, in which, of 
course, the President of the University will be a member ex officio, will then be 
submitted to the President for his approval, and, if approved, will be admitted 
to residence, ordinarily for one academic year, but with the possibility of con- 
tinuing for two or even three years as graduate students. In order to secure 
them at the best period of their lives, appointments of resident students will, as 
a rule, be made from graduates of not more than five years' standing. It is also 
expected and desired that some of them shall continue their residence after 
they have become teaching members of the Faculty of the University. It may 
also be possible, after these two groups of men are provided for, to admit 
other specially qualified scholars for longer or shorter periods, particularly in 
the case of writers or investigators who are bringing out the results of their 
studies. And provision will be made for that most important group of culti- 
vated men, — those who have the desire for the studious life without proposing 
to themselves permanently the scholar's career. At every point the policy of 
the College is to turn on the kind of men who are to live in it. 

The professors and other officers of instruction will, of course, be chosen 
solely by the President and Trustees of the University, who will, however, have 
at their disposal for purposes of consultation the Master and Council of the 
College. As already indicated, the professors will consist partly of new men 
and partly of men now in the Faculty. As in the case of the Master of the 
College, they too are to do both undergraduate and graduate teaching. It 
is not intended to develop a Faculty of professors given solely to graduate 
work, but to maintain at all hazards the unity of our intellectual life from 
beginning to end. The professors doing graduate teaching need to have their 
influence deeply rooted in the preliminary collegiate studies, both to sustain our 
college life and to enable them to know in advance who are the students best 
fitted for the residential graduate life. Every professorship founded in the 
Graduate College thus contributes directly to the opportunities offered to under- 
graduates. But the professor must be more than a teacher. He must be an 
authority on his subject. If he is to continue to command the admiration of 
his students and do his best for them, he must not be overloaded with instruc- 
tion. He must have ample time for his own studies, both for the sake of 
advancing knowledge and for the sake of continually quickening his influence 
as a teacher. 



PLAN AND LIFE OF THE GRADUATE COLLEGE 17 

It would be easy to draw up a list of departments in which professors are 
specially needed to develop existing subjects and to establish new ones. It 
would also be easy to specify each chair to be founded. Important as this is, it 
is not the first consideration. The essential thing is to find the men and let 
them bring their departments with them. This is the one sure way both to 
guarantee the reality of what we are attempting and to produce true symmetry 
in each department provided. If ever the alternative has to be faced, it is 
better to leave an important department unrepresented than to fill it with 
unsuitable men. It is possible, however, to state very closely the number of 
professors needed to supplement our present staff so that the Graduate College 
may be fully manned. The number should not be less than twelve in any 
event, and fifteen would be sufficient. To these it may be desirable to add, 
from time to time, some special lecturers, readers, and other instructors. 

The departments of instruction in which opportunities are to be ofi^ered 
comprise the entire circle of the important higher liberal studies. They may 
be roughly classified under the three main divisions of philosophy, literature, and 
science. Under philosophy, in this broad sense, is included philosophy proper, 
the large group of subjects comprised under the old word politics, the various 
departments of history, and the field of art in so far as it is a university and not 
a technical subject. Under literature is included linguistic study generally, the 
classical, modern, and English literatures, and such parts of Oriental literature as 
can be provided. Under science comes the whole range of the pure sciences, 
including the many subjects which constitute its three main divisions of mathe- 
matics, the physical sciences, and the natural sciences. 

Outside his courses of study each student will be in close relations with the 
Master of the College and in peculiarly intimate relations with some one pro- 
fessor as his personal adviser and critic. The several professors are each to have 
definite responsibility for the counsel and direction of a small group of students, 
whom they are to meet outside the regular courses in a very intimate way, both 
in the Graduate College and in their own houses. All this is to be made as 
free and interesting as possible. 

The courses pursued will be of the student's own choosing, subject to the 
general arrangements of the University. Those who give themselves for at 
least one year to study may obtain the Master's degree, which it is hoped will 
come to be recognized more and more as a cultural degree. There will also 
be a small group in longer residence as candidates for the degree of Doctor of 
Philosophy. It is also expected and hoped that a considerable number will 



1 8 THE PROPOSED GRADUATE COLLEGE 

come, not for the sake of any degree, but solely for the life and studies of the 
place. To whichever class a student may belong, he will not be allowed to 
waste his time in desultory efforts, but will be required to direct his energies to 
some definite and valuable end. The fidelity and success of every one will be 
tested from time to time by the Master and Council of the College. Their 
supreme object will be to maintain in its purest form the spirit of the place in 
every man. So far as he realizes this, he succeeds. 

There is a range of intellectual interests lying outside the courses of study. 
It is the range of free casual intercourse in things of the mind. The gather- 
ing around the fireside in the Commons Room after dinner is one example of 
it. The table-talk and after-dinner talk of cultivated men is no little part of a 
liberal education, in the ease and freedom it gives to our use of knowledge. 
And in the Commons Room, at least, the art of conversation need never die. 
Still another means of perfecting our scholar will be travel. Whenever it is 
desirable, any Fellow can be sent to some university abroad for special study. 
The Graduate College will again and again be visited by one and another as 
he returns. Expeditions may be organized here. As they return to Princeton 
with their treasures of art, science, or history, the Graduate College can afford 
them a place to live while studying the results of their explorations. That 
visitors of distinction will come to the College is certain. The students will 
thus be in the way of meeting famous men of other universities and lands. 
The cosmopolitan touch will not be lacking. 

The number of students must be regulated by the conditions of the life they 
are to lead in the College. It should not exceed one hundred. Such a num- 
ber would suffice for the development of a society where every one might 
know his fellows well, find the variety he needs, and yet not be lost in a 
crowd. Almost any capable professor of the type we are seeking can easily 
know them all. They are not too many for fairly familiar acquaintance with 
the Master of the College in their daily goings and comings. Nearly half of 
them should be Fellows, that central body which must ultimately be depended 
on to set the pace for the others. Fifteen professors, therefore, besides our 
present staff, with occasional lecturers and readers added, and a company of 
at least forty Fellows, with not more than sixty other students, comprise the 
academic personnel of the Graduate College. 

The buildings are designed in Gothic of the purest collegiate type and are 
arranged to surround a quadrangle. They consist of the entrance tower, the 
suites of students' rooms, the dining-hall, the breakfast-room, the kitchen and 



COST OF THE GRADUATE COLLEGE 



19 



steward's quarters, the Commons Room, and a house for the Master of the 
College. Of the two folders in this book one gives an exterior view suggest- 
ing the tower and part of the quadrangle, and the other an inner view of the 
quadrangle showing some of the studies and part of the dining-hall. The 
studies face inward on an enclosed lawn, the bedchambers being disposed on 
the exterior. Each student is to have a suite consisting of a large study, with 
open fireplace, and bedroom and bath-room attached. The Master's house ex- 
tends outward from a corner of the quadrangle and is surrounded by a garden. 
A Fellows' Garden is also contemplated. 

The interior should be furnished in oak, and special care is to be given to 
the panelling and furnishing of the dining-hall. This hall will be lighted with 
Gothic windows. Around the walls will be hung portraits of men famous in 
our academic history. The branching roof will be carved in oak, or perhaps 
in fan-tracery of stone. Above the panelling at the western end is to be placed 
a great window. At the opposite end is to be the entrance, with its screen 
and gallery, where an organ may be set. Every evening the entire college is 
to dine in hall, the students seated at two or three long tables running length- 
wise, and the professors and visitors at the high table under the western win- 
dow. As occasion arises, the hall will be available for musical recitals or 
informal gatherings. 

Breakfast and luncheon are to be served in the breakfast-room at hours 
which are fixed and yet leave room for student convenience. The Commons 
Room is for the hour of informal gathering around the fireside after dinner. 
The dining-hall. Commons Room, and Master's house will become the centres 
of the greater part of the social life of the College, while the students' rooms 
will be the places where men meet in the freedom of their closer friendships. 



COST OF THE GRADUATE COLLEGE 

The sum necessary to create the Graduate College in the complete and enduring 
form proposed cannot be less than three million dollars. The time needed to 
erect the buildings, secure the professors, and select the first set of students is 
three years. It cannot be done well or ill in a year. Two years would 
probably suffice for erecting the buildings, obtaining some of the professors, 
and choosing some of the students. But three years should be allowed if the 



20 THE PROPOSED GRADUATE COLLEGE 

start is to be made in the best manner. Accordingly, the whole amount pro- 
posed will not be needed at once. It can be distributed over the entire period. 

In addition to the primary endowments for professorships and fellowships, 
one additional lesser endowment is needed as a reserve fund. It should yield 
at least five thousand dollars annually to enable the University to add something 
to the standard salary whenever it is necessary to secure some extraordinarily 
desirable professor, to provide occasionally for lecturers and readers, to meet 
reinvestments at lower rates of interest, and in general to provide for the con- 
tingencies that are sure to occur but cannot be foreseen. 

The amounts proposed for all purposes are as follows, the productivity of 
endowments being estimated at four per cent. : 

I Endowment for Professorships 

Fifteen professorships at I5000 salary, each on an endowment of 

1125,000 $1,775,000 

II Endowment for Fellowships 

At least forty fellowships with stipends averaging $500 each. This 
requires a total annual income of 1 20,000, the interest of an 
endowment of 500,000 

III Buildings at least 600,000 

IV Reserve Fund 

Yielding at least $5000 annually 125,000 

Total $3,000,000 



CONCLUSION 

That this creation may be reaHzed soon in Princeton is the strong hope of the 
authorities of the University. If reaHzed, there will at last exist in America an 
institution specially and efficiently planned to reinforce and develop the best 
ideals of American liberal education, and which will in a very remarkable way 
fulfil hopes which found their first public expression at the Sesquicentennial 
Celebration in the closing words of the orator of that occasion, now the Presi- 
dent of the University : 

"I have had sight of the perfect place of learning in my thought: a free 
place, and a various, where no man could be and not know with how great a 
destiny knowledge had come into the world, — itself a little world: but not per- 
plexed ; living with a singleness of aim not known without ; the home of 
sagacious men, hard-headed and with a will to know, debaters of the world's 
questions every day and used to the rough ways of democracy ; and yet a place 
removed, — calm Science seated there, recluse, ascetic, like a nun, not knowing 
that the world passes, not caring, if the truth but come in answer to her 
prayer; and Literature, walking within her open doors, in quiet chambers, 
with men of olden times, storied walls about her, and calm voices infinitely 
sweet ; here ' magic casements, opening on the foam of perilous seas, in faery 
lands forlorn,' to which you may withdraw and use your youth for pleasure; 
there windows open straight upon the street, where many stand and talk, intent 
upon the world of men and business. A place where ideals are kept in heart, 
in an air they can breathe ; but no fool's paradise. A place where to learn the 
truth about the past and hold debate about the affairs of the present, with 
knowledge and without passion: like the world in having all men's life at 
heart, a place for men and all that concerns them ; but unlike the world in its 
self-possession, its thorough way of talk, its care to know more than the mo- 
ment brings to light ; slow to take excitement ; its air pure and wholesome 
with a breath of faith ; every eye within it bright in the clear day and quick 
to look toward heaven for the confirmation of its hope. Who shall show us 
the way to this place? " 








I III -I'-" Mi' 






^ If re »P ' I m Sti «i Jm 1 



^ 
jr' 

^'^ 



^ <fcrsi 






-, '^i' 



•'('i.. 



an^i-^^ r M 1^ -^ 1 






■tU'-'ifl < 




'AK' 



The Gradu; 
Suggestion ot an Exterior View, froi 




College 

sketch of Cope and Stewardson 



SELECTED ILLUSTRATIONS 

SUGGESTING THE POSSIBLE TREATMENT 

OF VARIOUS 

ARCHITECTURAL AND SCENIC 

DETAILS OF THE 
PROPOSED GRADUATE COLLEGE 

Acknowledgment is due to Mr. Howard Crosby 
Butler for the drawing of Dundrinnon Abbey, to 
The Century Company for permission to use Mr. 
Pennell's sketch of Winchester shown on the title- 
page, and to Messrs. J. M. Dent and Company, 
London, for permission to include some of Mr. 
Edwin Glasgow's pen and ink sketches of Magda- 
len College. The photogravures are made from 
the most recent photographs. 



ARCHITECTURAL ELEMENTS 
IN COMBINATION 

The four following pen and ink drawings of portions of 
Magdalen College, by Mr. Edwin Glasgow, are repro- 
duced here principally to show certain effects produced 
by the massing of walls, gables, roofs, and towers. 

1. Tower rising back of Roof, Walls, and Cloister. 

2. Low Wall backed by Gables and Small Towers. 

3. Corner of Cloisters. 

4. Irregularly Massed Buildings leading up to Tower. 



t 



i 



IE 



il I IS 



■'"'Iral^l'i!) 



a 



"■; !. • " - f - '- <i , jr s jri, L 



r/"'^£r" 



^._^-- — vis. lI r ^^A■.'4^^,^'l = 



,■ 'Lt;Vv-is r4^5^^'/^'' M^.fJ^i' lA \ n' .,; 1 1 m 



w._lp}i,Kf_r:: 






^lirfrWfffr/" 







.'*/■' .'"StiViHttTtgJUJiAtmnHUlUl |,„|, I, , ,u,. ,1 1 i; ,,;,, I 



S^SwiTHUHls Tower 

/rom Me Deer Parfc 







(f^fwT—'^rt-art'Oj 



K'.E CORNER 

oj CLOISTERS 



A POSSIBLE GARDEN WALL 

This pen and ink drawing, made by Mr. Howard 
Crosby Butler, represents part of a wall of the 
ruined Abbey of Dundrinnon in Scotland. The 
triple arch includes a central gateway with a win- 
dow on either side, — all opening on an extensive 
view. This manner of piercing a wall would serve 
to connect a small plot or close with a large 
garden. 



PANELLING OF A 
DINING-HALL 

The oak panelling of the Hall of Magdalen College, 
Oxford, consists of seven rows of panels in the "linen- 
fold" pattern, interrupted by occasional groups of 
more ornamental carving. Around the top runs the 
triple border, with its rich inner band sunk between 
two less ornate binding strips. Portraits are hung 
at intervals on the panelling, and above it. In the 
lower part of the picture here given, a part of the 
hieh table with some of its chairs is shown. 



WALLS AND GARDENS 

The effect In this picture of a part of the Exeter 
College Gardens is one of heightening the pictur- 
esqueness of fine architecture already set off with 
trim lawns. It is achieved partly by the skilful 
use of a few large, high-branching trees to space 
off the buildings and to weave on the lawn, with- 
out clouding it too much, the agreeable play of 
chequered light and shade. It is further achieved 
by the carefully restrained profusion of vines 
which mantle the buildings without concealing 
them. 



TREATMENT OF A 
DARK CORNER 

At the angle of Exeter College, shown in 
the picture, a heavy shadow falls from one 
side, while the other side remains in the 
sunlight. The light side has vines on the 
buttresses, while the dark side is bare. Just 
outside of the falling shadow is planted 
a spreading tree of moderate growth, not 
tall, and of light, shimmering foliage, to 
relieve the heavier mass of the contrasted 
dark and regular wall. 



BATTLEMENTS AND WINDOWS 
OVERLOOKING A GARDEN 

The garden wall of St. John's College, Oxford, has long 
been the object of unqualified admiration on the part of 
architects and artists generally. It suggests in a striking 
way the wonderful possibilities of a quadrangle enclosed by 
four such walls, the frame for a spacious and beautiful out- 
door room. The treatment of the garden is worthy of 
the building, and the management of the wall as part of 
the garden is equally attractive. The restraint in the amount 
of wall space allowed, the variety of vines used, and the 
general preference for festooning and mantling rather than 
for flat, closely cHnging growths, all deserve special notice. 
Ivies, wistarias, the pyranthus with its glossy leaves and 
clustered red berries, climbing roses and flowering creepers 
are there in abundance, and without excess. The special 
glory of the wall in autumn is a spreading fragrant grape- 
vine whose leaves turn crimson. 



A WINTER EFFECT 

The American college campus is usually planted with 
regard to summer and autumn effects, although the 
greater part of the college session occurs in the winter. 
That fine winter effects may be easily secured by re- 
lating the distribution of trees and shrubbery to the 
architecture is shown by the following picture. In 
the background the regular lines of the Tower of 
Magdalen College, Oxford, appear, — dimly standing 
out on a cloudy winter sky. A pleasing irregularity 
in the setting of deciduous trees and shrubs gives 
variety to the foreground and yields picturesque results 
in winter as well as in summer. 




CTJv-A'^mT 






ri 



^-^.:, 




VIEW OF TOWER 
FROM WALK 

From whatever moderately distant point Magdalen 
College is approached, the Tower reveals itself as 
the first indication of the college buildings. Here 
it is shown disclosed through an arch formed by 
the foliage of a large beech and a tall English elm. 
The axis of the walk leading to the turn leftwards 
is skilfully directed so that the Tower does not centre 
itself on the walk, but stands a little to one side. 



A CLOISTER 

The Cloister of Gloucester, dating from the middle of 
the fourteenth century, is the earliest and most perfect 
example of a Perpendicular Gothic cloister in exis- 
tence. Its slender columns, branching into the spread- 
ing fan-tracery of the vaulted roof, combine to create 
an interior of extraordinary grace and dignity and at 
the same time allow for the setting of large windows 
which admit plenty of sunshine, thus relieving the 
sheltered interior of all gloom and providing views 
outward on the enclosed lawn. 

Although a Cloister is not included in the estimates 
for the buildings of the proposed Graduate College, 
such an addition would be a natural completion fully 
in keeping with the spirit of the plan. 



A DIVIDING WALL 

The picture shows the low, heavily battlemented 
wall which separates the more private part of the 
grounds of Magdalen College from one of the 
larger enclosures. The plain dwelling-house on 
the right has for its sole ornament a lighter battle- 
ment, thus repeating with some variation the top 
of the wall to which it is joined and preserving its 
own individuality. 




^^^. 



.0 028 321 393 6 



